APPENDIX C(II)-- PROGRESS IN BASIC EDUCATION
At the meeting held in January 1941, it was suggested that detailed reports with regard to Basic Education should be obtained from the responsible authorities and examined by the appropriate Standing Committee. Such a report was submitted to the Board at their last meeting held in January 1942.
The following is a summary of the reports submitted by the Provincial Governments, etc., for the current year (1941-42) .
PROVINCIAL GOVERNMENTS. Assam.-The Basic Education Scheme was not adopted in Assam in view of its financial implications which were considered beyond the limited resources of the province.
Bihar.-The number of basic schools, including the Patna. Basic Training School with its attached practising school, remained at 28, as, in 1940-41. But in 1941-42, the basic schools comprised grades I to IV as against grades I to III in the previous year. The number of pupils on the rolls was 2,050 at the end of 1941-42, as against 2,044 at the end of the previous year. Of the 2,050 pupils 1,831 were boys and 219 were girls. The classification according to communities is as follows : Hindus 1,769 (including 190 from the depressed classes) ; Muslims 281.
The number of teachers under training in the Basic Training School at Patna on the 31st March 1942, was 65 as against 63 in the previous year. There were 5 non-stipendiary pupil teachers in 1941- 42. The 65 pupils under training consisted of 56 Hindus (including one from the depressed class) and 9 Muslims. 61 of the trainees came from rural areas. The trainees included one M.A., one B.A.. one Intermediate passed and 50 matriculates. The remaining 12 had knowledge of Matriculation standard including ET. Final Passed and Sanskrit Madhyama Certificate holders.
The average percentage of attendance in 1941-42 in basic schools was 79 in grade III 76 in grade II and 70 in grade I. The corresponding figures for the previous year in grades II and I were 70 and 50. The percentage of attendance in the Basic Training School at Patna was 94.
The expenditure during 1941-42 and 1940-41 on basic schools is summarised below:-
Institutions. Expenditure Exnenditure Increase+ or
in 1941-42 in 1940-41 Decrease-. Remarks.
Rs. Rs. Rs.
Basic schools 58,659* 62,520 -3,861 Includes capital
Basic Training schools 44,396 42,578 +1,818 expenditure Rs.
Practising schools atta- 26,875 on addit-
ched to the Basic Trai- ion of grade IV.
ing Schools 7,615 6,588 +1,057
Total 1,10,670 1,11,686 +1,057
A table is given below showing the income from the crafts practised in the schools:-
Income from basic crafts.
Institutions. 1941-42 1940-41 Increase + or
Decrease- Remarks.
Basic Schools 4,921* 2,101 +2,820** *Does not include
Basic Training School. 702 385 +317 cost of unsold
stock.
Practising School attac- ** Represents 8.4%
hed to Basic Training of total cost and
School 109 60 +49 15.5% of running
expenses (i.e, ex-
cluding capital
expenditure).
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It is not possible yet to calculate the cost of education per scholar, as no complete school with VII grades is in existence. The income from the sale of craft-produce in the higher grades may be relatively high,
The table below gives the cost of the Basic Education Board and Supervisory Staff at Brindaban
Year. Basic Education Board. Supervisory Staff Total.
Rs. Rs. Rs.
1940-41 3,133 3,123 6,256
1941-42 2,992 3,823 6,815
The following have been the important events connected with the experiment in 1941-42:
(1) The Navin Siksha, formerly an organ of the Secondary Training Schools, made its reappearance as the organ of the Basic Training School and the Basic Schools of Bihar in April 1941.
(2) Local committees were set up for a number of basic schools in Champaran in April 1941, and anniversaries were celebrated in some others.
(3) The Board of Inspectors visited the Basic Schools in May 1941, to assess and evaluate the work done during the Second Year.
(4) An exhibition of the work of all basic schools in the compact area was organised at the Brindaban-Pampurwa Basic School.
(5) The First Final Course of re-training of teachers ended in June 1941 and the Second Final Course for the rest of the first batch of teachers commenced.
(6) The Board of Inspectors assessed the progress of the experiment in the Training. School in June 1941, and again in December 1941.
(7) A separate Boy Scouts Local Association was established at Brindaban in September 1941 for the introduction of the scout craft in basic schools and for the development of scouting in the rural areas.
(8) Tree planting weeks were celebrated in basic schools in the compact area during the months of August and September 1941.
(9) A combined-Camp of Instruction in Scouting and First Aid and Ambulance work was held at Rajgir in November 1941, for the benefit of the pupil teachers of the Basic Training School.
(10) The Fourth Preliminary Course of one year's training for a batch of 40 pupil teachers (including non-stipendiary) commenced in January 1942.
(11) With new admissions the experimental basic schools in the compact area became schools of four grades.
Efforts were made to develop the technique of correlated teaching coupled with that of the assessment of the results. Strong representative boards of Inspectors including officers of the education department, members of the Hindustani Talimi Sangh and persons conversant with the principles of the New Education were constituted on behalf of the Basic Education Board, Bihar, to visit the training and the basic schools to hold administrative tests of the achievements of the pupils. The Boards were on the whole satisfied that the experiment in Bihar was proceeding on right lines. The defects in the detailed working noticed by them are being removed in the light of experience gained. Beginnings were made to plan the work in the schools on lines of units of activities for each grade connected with the life in the school and the life in the village keeping in view the requirements of the curriculum suggested, such as repairs to houses, planting of trees for shade, organisation of camps and rallies, etc.
Considering the backwardness of the area and the want of adequate previous experience of the teaching and supervisory staff, the progress of the pupils during the last three years in their acquisition of knowledge correlated to their practice of the basic and subsidiary crafts and observation and study of the physical and social environment bail, on the whole, been satisfactory. The pupils have developed intelligence and self-expression and have shaken off the timidity and shyness generally marked in the people of the locality. They have acquired the capacity of expressing themselves freely and coherently in simple Hindustani on matters which have come within the range of their experience. There is evidence of a slow but sure growth of habits of personal cleanliness and a general sense of tidiness and sense of orderliness and discipline from within. There is evidence also of the formation of the active and alert habits and the development of a spirit of co-operation and service. The above are features that will mark out easily the pupils of the basic schools from the pupils of corresponding age and period of schooling of the ordinary primary school.
There is room yet for a good deal of development and strengthening of the traits of character mentioned above. There is danger also of the teachers feeling self-complacent with these early successes and feeling justified in resting on their oars and lapsing into routine. There should be evidence in the teachers' daily notes of planning and record of progress and of pupils' daily diaries of ever developing capacity. maturing experience of a spirit of work for its own sake. of thoroughness in every thing undertaken and accom- plished and of a consciousness and realisation of learning by doing and of all activity, providing fruitful occasions for the development of the mind and the shaping of life and character. It has to be frankly admitted that the goal is yet far beyond. It can be
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confidently said, however that. beginnings in all these directions have been made in the)
As centres of rural uplift the basic schools can be distinguished from the ordinary primary schools. Community service is a part of the curriculum of the former. Through observance of labour and free plantation arrangements on the school premises of programmes physical feats, sports, scouting cubbing weeks, celebration of local festivals, occasional of public entertainment such as dramas, games, community service at local fairs organisation of mass literacy classes in schools and co-operation with such classes organised by the villagers, introduction of improved seeds and new types of decorative plants and foliage and the example set by the schools in the matter of village, sanitation, e.g. trench latrines, etc., the schools are gradually, extending the range of their activities and are proving themselves to be centres of,rural uplift.
Bombay -The Basic Education scheme introduced in Bombay in 1939 was continued during 1941-42 . There were 56 schools in compact areas, 3 practising schools attached to Basic Training Centres and 4 isolated Basic schools. The-general progress is shown below:-
Year. No. of schools. No. of children. Remarks.
In compact areas. *This includes, 588
1939-40 55 1,744 children in per-
1940-41 58 3,409* basic standard.
1941-42 56 3,251
In isolated areas.
1939-40 29 1,589
1940-41 27 2,338
1941-42 4 468
Practicing schools.
1939-40 4 297
1940-41 3 362
1941-42 3 395
It will be seen that there has been a gradual reduction in the number of schools, 3 Urdu schools in the Yawal Taluka of the East Khandesh District were converted into Basic Schools, but in the Surat District, owing to the opposition of the local Muslims at Valod, 2 Urdu schools were re-converted into ordinary schools from June 1941, 23 schools in isolated areas, owing to their general unsatisfactory condition were closed on the recommendation of the Basic Education Committee.
Curriculum -Most of the Basic Schools follow the syllabus laid down by the Basic Education Committee which is based more or less on the Wardha Scheme and the only, craft work attempted is Spinning and Carding. Considerable difficulty has been experienced for lack of suitable text-books, but, in some of the schools now; for the mother- tongue, the text-books used in ordinary schools are being used. The children in Basic schools are given training in Spinning and Carding, Mother-tongue, Arithmetic Social Studies including History and -Civic duties, Geography, General Science and Drawing . The teaching is based mostly on craft work and the general attainment of the children is reported to be on the whole satisfactory, in spite of the absence of suitable books and relevant literature. The main difficulty experienced, however, is that the craft work selected is not suitable for schools in, all the areas and the question of modifying the work done and introducing Agriculture as the basic craft is under consideration. The work of schools is also considerably handicapped for want of suitable reading material, pictures, charts and diagrams to illustrate the topics included in the course.
Training of teachers.-The training of teachers for Basic Schools at special centres is being continued and there are at present three such centres, one for each regional language. of the Province. The training centre at Jalgaon for :Urdu teachers was closed in June 1940, owing to local opposition to Basic Education. The teachers selected for training are Matriculates or First Year trained teachers and they are given intensive training in the general principles of Basic Education, Spinning and Carding. Special practicing schools are attached to these training institutions for practical teaching.
Supervision.-For the supervisions of these Basic Schools, a special Basic Supervisor has been appointed for each compact area. He guides the work in the ordinary subjects of all the schools in his area. For craft work there is a separate Craft Supervisor. The staff of the Training Centres also keep in touch with the schools in the neighbouring compact areas by paying frequent visits and holding conferences. All these schools are also under the general supervision of a Special Officer who organises the work of these schools in consultation with any Advisory Committee.
Expenditure.-The cost to Government of this experiment has been as under:-
Expenditure on items Expenditure on
Year. other than school school Total.
buildings. buildings.
Rs. Rs.
1939-40 1,06,166 12,690 1,18,856
1940-41 90,744 .. 90,744
1941-42 86,233 13,500 99,733
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The expenditure in the first year was heavy on account of the equipment and material supplied to these schools. On the whole it seems that these schools cannot be self-supporting. The yarn produced by the schools is not directly saleable. Up to September 1940, the yarn was disposed of through the All-India Spinners Association and it is now being sent to the local jails to be woven into chair-mats for use in schools.
General remarks-The experience of the last 3 years shows that the scheme is not working very satisfactorily. There is a growing feeling of dissatisfaction in some areas as the local people are not interested in the craft that has been introduced. The Muslims have taken a definite dislike to the scheme and the general attitude of the other village people is not very enthusiastic. A special Committee has been appointed to examine the whole question of Basic Education in the Province.
Central Provinces and Berar.- The numbers of schools and their enrolment in the Wardha and Seoni compact areas are given below:-
Area. Schools Enrolment.
Wardha 36 2,407
Seoni. 30 Not known.
The enrolment in the Basic Normal School, Wardha, was 38 and that at the Basic Normal School, Seoni was 70.
Madras.-The experiment has not been tried in the Province.
North-West Frontier Province.-The system was introduced as an experimental measure in two schools in the Peshawar District. But it made no headway, and it is regretted that the experiment, appears to have failed entirely. One of the two schools being a private institution has been closed down owing to political reasons. In. the, other, school the system is being followed only as far as Agriculture and Cardboard work is concerned. At the same time handicrafts and extracurricular activities like Agriculture, Gardening, etc. have been receiving special attention in nearly all the schools in the Province.
Orissa-As reported last year the Basic Schools were closed down by Government with effect from 1st March 1941.
Sind, (1941-42).-The Reorganization Committee appointed by the Sind Government in their Report recommended
"The Wardha Scheme should not be considered for, Sind as a whole, but may only be tried as an an experimental measure in a few compact areas This scheme if introduced. instead of helping the much needed expansion of primary education in Sind, would ultimately hamper it because of its heavy financial implications".
The Committee based their recommendations on the following grounds
(a) the scheme is primarily intended for the spread of education in Rural Areas;
(b) the initial expenditure for starting the experiment is very heavy and it is not self supporting as originally contemplated;
(c) it is not always possible to correlate and coordinate all character-forming and mind-developing activities into a basic craft; and
(d) the plan demands greater intellectual attainments than those expected from a primary teacher as he must be competent to teach upto the matriculation standard the usual subjects, must be expert in teaching these subjects through craft activities and must be skilled in the proms and technique of certain basic crafts